THE USE OF GROUP INVESTIGATION (GI) METHOD TO

IMPROVE STUDENTS’ READING ABILITY IN

DESCRIPTIVE TEXT

(A Classroom Action Research with the Eight Graders of

MTs Sabilul Ulum Mayong Jepara in the Academic Year of 2010/2011)

Thesis

Submitted in Partial Fulfillment of the Requirement for Gaining

the Degree of Bachelor In English Language Education

By: Izzatul Mabruroh

Student’s Number: 063411027

EDUCATION FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

2011

ABSTRACT

Title : The use of Group Investigation (GI) Method to Improve Students’ Reading Ability in Descriptive Text (A Classroom Action Research with the Eight Graders of MTs Sabilul Ulum Mayong Jepara in the Academic Year of 2010/2011)

Writer : Izzatul Mabruroh Student Number: 063411027 Key words: group investigation method, reading ability, classroom action

research. This study is based on the importance of reading comprehension but in fact the students’ ability in comprehending the reading text is low. The problem of this research can be stated as follow:

1. How is the implementation of group investigation method to improve students’ reading ability in descriptive text?

2. How is the improvement of students’ reading ability in descriptive text after being taught through using group investigation?

Its purposes are: 1. To describe the implementation of group investigation method to improve

students’ reading ability in descriptive text. 2. To identify the improvement of students’ reading ability in descriptive text

after being taught through using group investigation method.

To achieve the objectives of the study, the writer conducted classroom action research. This classroom action research was held at MTs Sabilul Ulum Mayong Jepara. The subject of the study was the grade VIII C. There were 42 students; 23 girls and 19 boys.

The writer carried out three steps. The first step was the pre-cycle. The second step was the action. The action consisted of two cycles. The difference between these cycles was on topic of material used. Each cycle consisted of teaching and learning process and a test. Data collection was done using observation, test and interview.

In analyzing the data, the writer used a descriptive qualitative and a simple quantitative measurement to find the result. The analysis of the data showed that there was a significant difference of the students’ achievement in the pre-cycle up to second cycle. The average of the students’ achievement in the pre-cycle was 57.73, the first cycle was 64.05 and the second cycle was 75.23.

Based on this finding, it is suggested that Group Investigation method can be used by the teachers to improve students’ ability in reading comprehension.

MOTTO

ا ببيان سأنبيك عن تـفصيله أخي لن تنال العلم إال بستة وصحبة أستاذ، وطول زمان ) ١(ذ كاء، وحرص، واجتهاد، وبـلغة

“My brother, you won’t achieve a science except with six cases, I will give you know about it clearly. That is intelligent, enthusiasm, seriously, fee, teacher interaction, and long time”.1

1 Abi Abdullah Muhammad bin Idris Syafi’I R.a., Diwan Imam Syafi’I, (Makkah

Mukarromah, Darul Fikr, 1988), p. 111

vi

DEDICATION

This thesis dedicated to:

1. My beloved father and mother who always give inspiration, motivation to

complete this thesis.

2. My beloved brothers and sister who always give support, attention and

patience to the writer.

3. All of My friends TBI A 06’.

4. All of My friends in BPI E5 boarding house.

ACKNOWLEDGEMENT

Bismillahirrohmanirrohim,

Praise is to Allah, the merciful, and the compassionate that the writer can

finish this thesis completely. Shalawat and salam for the Prophet Muhammad who

brings us from darkness to the brightness.

The writer realizes that there are many people who are already helped his

in arranging and writing this thesis directly or indirectly. In this chance, the writer

would like to express deeper appreciation to:

1. Dr. Suja’i, M, Ag. as Dean of Faculty of Tarbiyah.

2. Siti Tarwiyah, M. Hum. as the Head of English department.

3. Dra. Hj. Siti Mariam, M.Pd. as the first advisor who already guided and advised

patiently during the arrangement of this thesis.

4. Drs. Mahfud Junaedi, M.Ag. as the second advisor who gave guidance and

advices over the study conducted.

5. The entire lecturers in Faculty of Tarbiyah who always give input and advice to

the writer during conducting this study.

6. Library official who always give good service related with the references in this

thesis so that the writer could done this thesis well.

7. Suharto, S.PdI. as the Head Master of MTs Sabilul Ulum Mayong Jepara who

have given permission for the writer to conduct the study there, and the entire

teachers, especially Mrs. Sri Wahyuni, S. Pd. For all the time, the information

about the teaching learning process of English and her guidance there, and the

students of 8th grade class C, thanks for the cooperation, and also the school

administration staff.

8. My beloved father, mother, my grandfather, my aunts, and my uncles who always

gives inspiration and motivation to complete this study.

9. My beloved brothers (kak Jaelan, Kak Salaf, kak Misbah, kak Huda, kak Udin and

kak Hisyam) and sister (dek Nurul) who always support the writer to finish this

thesis.

10. All of my friends in TBI 06’ especially TBI A 06 and team KKN posko 13 Sentul.

11. All members of BPI E5 boarding house (Arin, Ana, Ain, Iza, Indah, Ifah, Amel,

Ana, Nix, Helin) and Raharjo family I always remember you.

12. All of my best friends (Rini, Cholil, Chufa, Eni, Nita, Lala, Sari, Zahro) who

always support the writer to finish this thesis.

13. Last but no least, those who cannot be mentioned one by one, who have supported

the writer to finish this thesis.

Finally, the writer realizes that this thesis is far from being perfect;

therefore, the writer will happily accept constructive criticism in order to make it

better. The writer hopes that this thesis would be beneficial to everyone. Amin

Semarang, 10 Juni 2011

The writer,

Izzatul Mabruroh

Student’s number:

063411027

TABLE OF CONTENT

PAGE OF TITLE…….…………………………………………………... i

ADVISOR APPROVAL…… …………………………………………… ii

RATIFICATION………………………………………………………… iii

ABSTRACT……………………………………………………………... iv

THESIS STATEMENT…….…………………………………………….. v

MOTTO………………………………………………………………….. vi

DEDICATION……………………………………………………………vii

ACKNOWLEDGEMENT….……………………………………………viii

TABLE OF CONTENTS…...…………………………………………….x

LIST OF FIGURES………………………………………………………xiii

LIST OF TABLES………….……………………………………………xiv

LIST OF APPENDICES............................................................................xv

CHAPTER I: INTRODUCTION

A. Background of the study………...……………………1

B. Reason for choosing the topic….…………………… 4

C. Statement of the problem……….…………………… 4

D. Objective of the study…………..…………………… 4

E. Significance of the study……….…………………… 5

F. Scope of the study ……………...…………………… 5

G. Definition of the key terms……..…………………… 5

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Review

1. Group Investigation Method

a. Definition of Group Investigation Method…..8

b. The steps of Group Investigation Method…..9

c. Group Investigation Method and Teaching Reading

Ability………………….................................11

2. Reading Ability

a. Definition of Reading Ability...……………..12

b. Aspects of Reading Ability………………….14

1) Reading comprehension……………..14

2) Reading Purpose……………………..16

3) Models of Reading…………………..17

4) Reading Skills……………………….19

c. Components of Reading Abilities……………20

d. Teaching Reading Ability……………………23

3. Descriptive text…………………………………...25

B. Previous Research …………………….……………...26

CHAPTER III: METHOD OF INVESTIGATION

A. Participants…………………………..……………… 28

B. Setting of the Study………………….……………… 28

C. Design of the Study…………………...…………….. 28

D. Technique of Data Collection………….…………… 30

E. Technique of Data Analysis…………..…………….. 33

F. Procedure of the Study………………..…………….. 37

CHAPTER IV: DESCRIPTION OF RESEARCH AND DISCUSSION

A. Description of Research……………….……………. 42

B. The Findings of Research …………….……………. 54

C. Limitation of This Study……………………………. 63

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion …………………………………………. 64

B. Suggestion ………………………………………….. 65

C. Closing ………………………………………….. 66

REFERENCES

APPENDICES

LIST OF FIGURE

FIGURE 1: Classroom Action Design ……………………………… 29

LIST OF TABLES

TABLE 3.1: Form of observation scheme………………………………… 31

TABLE 3.2: Level of achievement………………………………………... 35

TABLE 4.1: Score of observation in the first cycle……………………….. 46

TABLE 4.2: Score of observation in the second cycle……………………. 51

TABLE 4.3: The test result of pre-cycle..………………………………… 54

TABLE 4.4: The test result of cycle 1 ……………………………………. 57

TABLE 4.5: The test result of cycle 2 …...……………………………….. 59

TABLE 4.6: The test result from the pre-cycle until the second cycle …… 61

TABLE 4.7: Chart of the test during classroom action research ………….. 62

LIST OF APPENDICES

Appendix 1. The list of students and score of mid exam

2. The list of group members

3. Test of Pre-cycle

4. Lesson plan in the first cycle

5. Test of first cycle treatment

6. Lesson plan in the second cycle

7. Test of second cycle treatment

8. Answer key of test

9. The result of observation scheme in the first cycle

10. The result of observation scheme in the second cycle

11. Interview guideline

Curriculum Vitae